Language as a bridge or a barrier in multilingual students’ mathematical learning : Linguistic challenges and didactic strategies for multilingual young learners

This study explores the complex linguistic challenges present in mathematics education, particularly for multilingual students in 4 th -6 th grade.These challenges manifest at multiple levels, including lexical ambiguity, grammatical complexity, and the use of academic language, which collectively impact students' ability to fully comprehend and engage with mathematical problems.Addressing these challenges requires a language-aware pedagogical approach that integrates language as a core component of subject learning.Effective strategies include scaffolding, translanguaging, visual and concrete representations, dialogic teaching, and formative assessment, all of which foster inclusive learning environments and support students' linguistic and mathematical development.Grounded in a sociocultural perspective, this research emphasizes the importance of integrating students' linguistic resources and experiences into mathematics instruction to enhance understanding.Additionally, systematic efforts to develop language and knowledge simultaneously, as advocated by national educational guidelines, are essential to ensuring equitable learning opportunities.By transforming language from a barrier into a resource, these approaches contribute to increased student confidence, motivation, and participation in mathematics classrooms.